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We have also received suggestions that there should be a leaving certificate available as part of the Senior Phase. This could potentially include a broader range of evidence of achievements than subject based qualifications. For example, a leaving certificate could include achievements, in individual curriculum areas, evidence of skills and competence development, contributions to communities and wider achievements.

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In other jurisdictions, learning culminates in a certificate of achievement.  We have heard views that it would be helpful to have the learning of all young people recognised when they complete the BGE phase (this is usually at the end of S3). Some people have suggested that this should be a digital profile where a learner is able to show the skills, experiences, learning and qualifications they have accumulated to date, before they go into the senior phase. For most learners, the BGE award would lead into the senior phase although could constitute a leaving certificate if an individual leaves school or college.

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One of the Review’s proposed principles for the future of qualifications in Scotland is that it should benefit all learners. A future system of qualifications and assessment should fairly reward learners no matter their age, disability, gender identity, race, religion/belief, sex, sexual orientation or socio-economic background.

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11. Is there anything else in relation to the reform of qualifications and assessment which is not covered in this consultation which you would like to raise?

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The qualifications available for learners to undertake in the senior phase provide a variety of learning and assessment experiences including different learner pathways and have been designed specifically to support the aspirations of Curriculum for Excellence (CfE).

The majority of senior phase qualifications are internally assessed and provide flexible approaches to assessment including opportunities for interdisciplinary learning for example, National 1 to National 4 Courses (SCQF 1 to 4), Awards (SCQF 1-7), Skills for Work Courses (SCQF 3 to 6), National Certificates (SCQF 2 – 6), National Progression Awards (SCQF 2 – 6) and the Scottish Baccalaureate (SCQF 7). National 5, Higher and Advanced Higher courses (SCQF 5 – 7) are largely externally assessed and pre-COVID had been designed to have a balance of coursework and examinations. This was intended to provide opportunities for depth, breadth and personalisation and choice in learning as appropriate to the subject area.

However, regarding national qualifications, we have heard many calls for there to be a ‘better balance’ between exams and other forms of assessment. We have heard the view that often subject based senior phase qualifications rely too heavily on end of year exams. In some countries teacher assessment counts for a significant proportion of a learner's grade. Professor Gordon Stobart’s 2021 report includes discussion of how other countries approach a balance between external and internal assessment. Professor Stobart also noted that in comparative terms, Scottish upper-secondary school students are ‘more frequently’ examined than those in other jurisdictions, i.e., in S4, S5 and S6.

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During Phase one and through Professor Ken Muir’s 2021 consultation we have heard the view that senior phase qualifications ought to focus more on developing learners' skills and competencies.

There are many different definitions of skills and competencies.

Skills

Skills are sometimes referred to as ‘core skills’, ‘meta skills’, or ‘soft skills’. In this review when talking about skills, young people, parents, colleges, employers and universities have told us that learners need to be able:

to work together as part of a team

be creative

problem solve

have resilience

maintain their wellbeing

develop critical learning skills

to communicate effectively

Competencies

A competence is another term which can have different meanings. Academic competencies like written and verbal communication, attention to detail and active listening are soft skills essential for almost every job. These skills benefit students and ensure success in college and the workplace. A competence is more than knowledge and skills. It involves the ability to put different skills into practice in a particular context.

For example, the ability to communicate effectively is a competence that may include an individual’s knowledge of language, practical IT skills and attitudes towards those with whom he or she is communicating. Interdisciplinary learning offers learners one kind of opportunity to bring together knowledge and skills to demonstrate competences.

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In Phase one of the Review, we have heard the view that learners should be able to evidence awards and achievements obtained outside school and college.

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The 3-18 curriculum in Scotland is underpinned by the Curriculum for Excellence (CfE). CfE currently sets out four areas important for every learner. These four areas are often called the four capacities. They are that everyone should become a:

‘successful learner’

‘confident individual’

‘effective contributor’

‘responsible citizen’

Additionaly they should be able to do what is set out in the more detailed exemplification of each of the capacities, see below for more information. https://www.gov.scot/publications/professor-haywards-independent-review-qualifications-assessment/pages/2/

Whilst most courses in the senior phase have been designed to support the realisation of the four CfE capacities, in phase one of the review we have heard from many that qualifications taught in the senior phase of Scotland’s schools and colleges 'focus too much’ on ‘only one’ of the four capacities namely ‘successful learners. This view was also shared with Professor Ken Muir and is discussed in his 2021 report ‘Placing learners at the centre’.

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Scotland has learned a lot from the experience of the Covid-19 pandemic, including how technology can be used to support learning.  However, we are also mindful that we cannot assume that everyone has equal access to technology or has the skills they need to use it effectively.

Some countries make much greater use of technology in assessment and qualifications. For example, some have a system whereby learners’ achievements in their senior phase are assessed online. Others use technology to give learners different styles and types of assessment e.g., on-line simulations. Some countries use digital profiles to gather and present information on learners achievements.

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8. Please share your thoughts (advantages/disadvantages) on the idea of introducing a type of leaving certificate at the end of the Senior Phase.

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7. Please share your thoughts (advantages/disadvantages) on the idea of introducing an achievement, award or qualification at the end of the BGE.

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10. How can we make sure that proposals for a future qualification system will uphold the rights of all learners to demonstrate their achievements?

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Please add these to this post…

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6. Please share your thoughts on what a ‘better balanced’ assessment system would look like. As well as considering the balance between external examination and internal assessment you may also wish to comment on the frequency of examinations.

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4. Should information be gathered on learners’ skills and competencies as part of their senior phase?

Yes
No
I am not sure

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3. What, if any, information on learners’ achievements obtained outside school and college should be gathered? Please explain your response.

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1. Should information be gathered across all four capacities?

Yes
No
I am not sure

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9. How should Scotland’s qualifications and assessment system make best use of digital technologies?

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5. If you have views on how this might best be done please provide them here.

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2. Please consider each of the capacities in turn. What kinds of information should be gathered on learners’ progress and achievements in each capacity?